Students who are identified as gifted have academic, social, and emotional experiences that are informed by both their cognition and their identification. Similarly, highly able students who are overlooked and remain unidentified have extra layers of social and emotional complexity to negotiate. While the label should not uniquely define the…

"Brain-Based Learning with Gifted Students" combines relevant research in neuroscience with engaging activities for gifted elementary students in grades 3-6. This book: (1) Teaches how development and learning processes happen in the brain; (2) Helps students and teachers explore specific brain-based concepts together; (3) Includes a…

For all students, cognitive and social and emotional needs go hand in hand. Teachers of academically advanced students should address these intertwining needs in ways that are sensitive to what is unique about how these students think and feel. Over the years, my students have taught me several lessons about how to do just that. These lessons have…

This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the…

This study describes a descriptive quantitative study and a binomial logistic regression model that looked at a total population versus academically gifted and talented population in Grades 3-6 in a small southeastern school district. Both populations were examined through the independent variables classified as age, gender, and socioeconomic…

The aim of the study was to understand the components associated with the types of perfectionism described as adaptive/healthy, maladaptive/unhealthy or non-perfectionism, which could offer positive or negative aspects to improve excellence and welfare, exploring the number and content of the latent perfectionism structure as a multidimensional…

With this study, the contribution of the waste management themed summer program, which includes enriched activities considering the learning needs of gifted students, has contributed to the students' environmental attitudes, creative thinking skills and critical thinking dispositions. A five-day program was applied to gifted (n = 29) fifth grade…

Objective: The Wechsler Preschool and Primary Scale of Intelligence -- Fourth Edition Australian and New Zealand Standardised Edition (WPPSI-IV[superscript A&NZ]) is one of the most widely used intelligence assessments for children aged 2 years 6 months to 7 years 7 months. Given the impact of clinical and placement decisions that are…

The purpose of this systematic, grounded theory study was to explain the educational processes used by homeschooling families of gifted and twice-exceptional children. For this study, educational processes were defined as instructional methods, curriculum, and structure used by homeschooling parents in the academic development of their gifted and…

Great performance is a wonder to observe. We may notice creativity, excellent technique, or content mastery. What we may not notice is a set of mental and social skills that allow a person to show his or her best work. This article recommends that these psychosocial skills be explicitly and deliberately cultivated via programming, coaching, and…

This study further examined the Gifted Rating Scales (GRS) at the internal and external stages of test validation by (a) testing structural fidelity as indicated by the number of factors supported as well as the correspondence of the latent factor structure with the scoring model proposed by the authors and (b) examining the external relations of…

Gifted individuals have unique social and emotional needs that often manifest as challenging interpersonal behavior. Chief among these needs are the fact that gifted students tend to be quite emotionally intense and that they tend to be quite cognitively rigid. Emotional intensity is defined as having stronger, more frequent, more complex, and…

Schools seem firmly rooted in the emphasis on computational mastery, and seldom seem to have time to develop other areas of mathematical thinking, such as real-world problem solving and the application of mathematical concepts. All too often, children seem to do well in math in the early grades because they easily memorize the facts and the…

The conceptualization of giftedness continues to be a widely debated topic within the field. Recently, there has been a shift from a psychometric view of giftedness to inclusion of conative and contextual factors. How one defines and conceptualizes "gifted" drives assessment and identification practices. Conceptualization also guides the…

There is a growing demand for equal support of social-emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their…